CONTENTSBOOK MAP4 INTRODUCTION61WHAT IS ICT?10 2ICT IN THE WORKPLACE26 3INTRODUCTION TO ICT SYSTEMS42 4ICT IN EDUCATION60 5THE HISTORY OF ICT74 6THE INTERNET96 7SOFTWARE DEVELOPMENT112 8EFFICIENCY IN COMPUTER SYSTEMS132 9HUMAN-COMPUTER INTERACTION (HCI)150 10E-COMMERCE AND E-GOVERNMENT172 11COMPUTING AND ETHICS192 12ICT IN THE FUTURE218RESOURCE PAGES236ADDITIONAL TRANSLATION EXERCISE2774BOOK MAP5The ESAP seriesThe aim of the titles in the ESAP series is to prepare students for academic study in a particular discipline. In this respect, the series is somewhat different from many ESP (English for Specific Purposes) series, which are aimed at people already working in the field, or about to enter the field. This focus on study in the discipline rather than work in the field has enabled the author to focus much more specifically on the skills which an ICT student needs.English for ICT StudiesEnglish for ICT Studies is designed for students who plan to take an ICT course entirely or partly in English. The principal aim of English for ICT Studies is to teach students to cope with input texts, i.e., listening and reading, in the discipline. However, students will also be expected to produce output texts in speech and writing throughout the course.The syllabus concentrates on key vocabulary for the discipline and on words and phrases commonly used in academic English. It covers key facts and concepts from the discipline, thereby giving students a flying start for when they meet the same points again in their faculty work. It also focuses on the skills that will enable students to get the most out of lectures and written texts. Finally, it presents the skills required to take part in seminars and tutorials and to produce essay assignments. For a summary of the course content, see the book map on pages 4–5.Components of the courseThe course comprises:•the student Course Book•this Teacher’s Book, which provides detailedguidance on each lesson, full answer keys, audiotranscripts and extra photocopiable resources •MP3 with lecture and seminar excerptsOrganization of the courseEnglish for ICT Studies has 12 units, each of which is based on a different aspect of ICT. Odd-numbered units are based on listening (lecture/seminar extracts). Even-numbered units are based on reading.Each unit is divided into four lessons:Lesson 1: vocabulary for the discipline; vocabulary skills such as word-building, use of affixes, use of synonyms for paraphrasing Lesson 2: reading or listening text and skills developmentLesson 3: reading or listening skills extension. In addition, in later reading units, students are introduced to a writing assignment which is further developed in Lesson 4: in later listening units, students are introduced to a spoken language point (e.g., making an oral presentation at a seminar) which is further developed in Lesson 4Lesson 4: a parallel listening or reading text to that presented in Lesson 2, which students have to use their new skills (Lesson 3) to decode; in addition, written or spoken work is further practisedThe last two pages of each unit, Vocabulary bank and Skills bank, are a useful summary of the unit content. Each unit provides between four and six hours of classroom activity with the possibility of a further two to four hours on the suggested extra activities. The course will be suitable, therefore, as the core component of a faculty-specific pre-sessional or foundation course of between 50 and 80 hours. Vocabulary developmentEnglish for ICT Studies attaches great importance to vocabulary. This is why one lesson out of four is devoted to vocabulary and why, in addition, the first exercise at least in many of the other three lessons is a vocabulary exercise. The vocabulary presented can be grouped into two main areas:•key vocabulary for ICT•key vocabulary for academic EnglishIn addition to presenting specific items of vocabulary, the course concentrates on the vocabulary skills and strategies that will help students to make sense of lectures and texts. Examples include:•understanding prefixes and suffixes and how these affect the meaning of the base word•guessing words in context•using an English-English dictionary effectively •understanding how certain words/phrases link ideas •understanding how certain words/phrases show the writer/speaker’s point of viewSkills developmentListening and reading in the real world involve extracting communicative value in real time – i.e., as the spoken text is being produced or as you are reading written text. Good listeners and readers do not need to go back to listen or read again most of the time.6Indeed, with listening to formal speech such as a lecture, there is no possibility of going back. In many ELT materials second, third, even fourth listenings are common. The approach taken in the ESAP series is very different. We set out to teach and practise ‘text-attack’skills – i.e., listening and reading strategies that will enable students to extract communicative value at a single listening or reading.Students also need to become familiar with the way academic ‘outputs’ such as reports, essays and oral presentations are structured in English. Conventions may be different in their own language – for example, paragraphing conventions, or introduction – main body – conclusion structure. All students, whatever their background, will benefit from an awareness of the skills and strategies that will help them produce written work of a high standard.Examples of specific skills practised in the course include:Listening•predicting lecture content and organization fromthe introduction•following signposts to lecture organization •choosing an appropriate form of lecture notes •recognizing the lecturer’s stance and level ofconfidence/tentativenessReading•using research question to focus on relevantinformation•using topic sentences to get an overview of the text •recognizing the writer’s stance and level ofconfidence/tentativeness•using the Internet effectivelySpeaking•making effective contributions to a seminar •asking for clarification – formulating questions •speaking from notes•summarizingWriting•writing notes•paraphrasing•reporting findings from other sources – avoidingplagiarism• recognizing different essay types and structures• writing essay plans and essays• compiling a bibliography/reference list Specific activitiesCertain types of activity are repeated on several occasions throughout the course. This is because these activities are particularly valuable in language learning. Tasks to activate schemataIt has been known for many years, since the research of Bartlett in the 1930s, that we can only understand incoming information, written or spoken, if we can fit it into a schemata. It is essential that we build these schemata in students before exposing them to new information, so all lessons with listening and reading texts begin with one or more relevant activities. Prediction activitiesBefore students are allowed to listen to a section of a lecture or read a text, they are encouraged to make predictions about the contents, in general or even specific terms, based on the context, the introduction to the text or, in the case of reading, the topic sentences in the text. This is based on the theory that active listening and reading involve the receiver in being ahead of the producer.Working with illustrations, diagrams, figuresSome tasks require students to explain or interpret visual material. This is clearly a key task in a field which makes great use of such material to support written text. Students can be taken back to these visuals later on in the course to ensure that they have not forgotten how to describe and interpret them. Vocabulary tasksMany tasks ask students to group key ICT terms, to categorize them in some way or to find synonyms or antonyms. These tasks help students to build relationships between words which, research has shown, is a key element in remembering words. In these exercises, the target words are separated into blue boxes so you can quickly return to one of these activities for revision work later.Gap-fillFilling in missing words or phrases in a sentence or a text, or labelling a diagram, indicates comprehension both of the missing items and of the context in which they correctly fit. You can vary the activity by, for example, going through the gap-fill text with the whole class first orally, pens down, then setting the same task for individual completion. Gap-fill activities can be photocopied and set as revision at the end of the unitor later, with or without the missing items.7INTRODUCTIONBreaking long sentences into key componentsOne feature of academic English is the average length of sentences. Traditionally, EFL classes teach students to cope with the complexity of the verb phrase,equating level with more and more arcane verbstructures, such as the present perfect modal passive.However, research into academic language, including the corpus research which underlies the LongmanGrammar of Spoken and Written English , suggests that complexity in academic language does not lie with the verb phrase but rather with the noun phrase and clause joining and embedding. For this reason, students are shown in many exercises later in the course how to break down long sentences into kernel elements, and find the subject, verb and object of each element. This receptive skill is then turned into a productive skill, by encouraging students to think in terms of kernel elements first before building them into complex sentences.Activities with stance markingAnother key element of academic text is the attitude (or stance) of the writer or speaker to the information which is being imparted. This could be dogmatic,tentative, incredulous, sceptical, and so on. Students must learn the key skill of recognizing words and phrases marked for stance.Crosswords and other word puzzlesOne of the keys to vocabulary learning is repetition.However, the repetition must be active. It is no good if students are simply going through the motions. The course uses crosswords and other kinds of puzzles to bring words back into the students’ consciousnessthrough an engaging activity. However, it is understood by the writers that such playful activities are not always seen as serious and academic. The crosswords and other activities are therefore made available asphotocopiable resources at the back of the Teacher’s Book and can be used at the teacher’s discretion, after explaining to students why they are valuable.Methodology pointsSetting up tasksThe teaching notes for many of the exercises begin with the word Set …. This single word covers a number of vital functions for the teacher, as follows:•Refer students to the rubric (instructions).•Check that they understand what to do – get one or two students to explain the task in their own words.•Tell students how they are to do the task, if this is not clear in the Course Book instructions – as individual work, pairwork or in groups.•Go through the example, if there is one. If not,make it clear what the target output is – full sentences, short answers, notes, etc.•Go through one or two of the items, working with a good student to elicit the required output.Use of visualsThere is a considerable amount of visual material in the book. This should be exploited in a number of ways:•before an exercise, to orientate students, to get them thinking about the situation or the task, and to provide an opportunity for a small amount of pre-teaching of vocabulary (be careful not to pre-empt any exercises, though)•during the exercise, to remind students of important language•after the activity, to help with related work or to revise the target language Comparing answers in pairsThis is frequently suggested when students havecompleted a task individually. It provides all students with a chance to give and explain their answers, which is not possible if the teacher immediately goes through the answers with the whole class.Self-checkingLearning only takes place after a person has noticed that there is something to learn. This noticing of an individual learning point does not happen at the same time for all students. In many cases, it does not even happen in a useful sense when a teacher has focused on it. So, learning occurs to the individual timetable of each student in a group. For this reason, it is important to give students time to notice mistakes in their own work and try to correct them individually. Take every opportunity to get students to self-check to try to force the noticing stage.Confirmation and correctionMany activities benefit from a learning tension, i.e., a period of time when students are not sure whether something is right or wrong. The advantages of this tension are:• a chance for all students to become involved in an activity before the correct answers are given • a higher level of concentration from students (tension is quite enjoyable!)• a greater focus on the item as students wait for the correct answer8.• a greater involvement in the process – studentsbecome committed to their answers and want toknow if they are right and, if not, why notIn cases where learning tension of this type is desirable, the teacher’s notes say, Do not confirm or correct(at this point).FeedbackAt the end of each task, there should be a feedback stage. During this stage, the correct answers (or a model answer in the case of freer exercises) are given, alternative answers (if any) are accepted, and wrong answers are discussed. Unless students’ own answers are required (in the case of very free exercises), answers or model answers are provided in the teacher’s notes. Highlighting grammarThis course is not organized on a grammatical syllabus and does not focus on grammar specifically. It is assumed that students will have covered English grammar to at least upper intermediate level in their general English course. However, at times it will be necessary to focus on the grammar, and indeed occasionally the grammar is a main focus (for example, changing active to passive or vice versa when paraphrasing).To highlight the grammar:•focus students’ attention on the grammar point,e.g., Look at the word order in the first sentence.•write an example of the grammar point on theboard•ask a student to read out the sentence/phrase •demonstrate the grammar point in an appropriateway (e.g., numbering to indicate word order;paradigms for verbs; time lines for tenses)•refer to the board throughout the activity ifstudents are making mistakesPronunciationBy itself, the mispronunciation of a single phoneme or a wrong word stress is unlikely to cause a breakdown in communication. However, most L2 users make multiple errors in a single utterance, including errors of word order, tense choice and vocabulary choice. We must therefore try to remove as many sources of error as possible. When you are working with a group of words, make sure that students can pronounce each word with reasonable accuracy in phonemic terms, and with the correct stress for multiple syllable words. Many researchers have found that getting the stress of a word wrong is a bigger cause of miscommunication than getting individual phonemes wrong.Pair and group activitiesPairwork and group activities are, of course, an opportunity for students to produce spoken language. As mentioned above, this is not the main focus of this course. But, the second benefit of these interactional patterns is that they provide an opportunity for the teacher to check three points:•Are students performing the correct task, in thecorrect way?•Do students understand the language of the taskthey are performing?•Which elements need to be covered again for thebenefit of the class, and which points need to bedealt with on an individual basis with particularstudents?Vocabulary and Skills banksEach unit has clear targets in terms of vocabulary extension and skills development. These are detailed in the checks at the end of the unit (Vocabulary bank and Skills bank). However, you may wish to refer students to one or both of these pages at the start of work on the unit, so they have a clear idea of the targets. You may also wish to refer to them from time to time during lessons.9INTRODUCTION。
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